Jan WIllem Grijpma

46 Chapter 2 REFERENCES 1. Rocca KA. Student participation in the college classroom: an extended multidisciplinary literature review. Commun Educ. 2010;59(2):185–213. 2. Onyura B, Baker L, Cameron B, Friesen F, Leslie K. Evidence for curricular and instructional design approaches in undergraduate medical education: an umbrella review. Med Teach. 2016;38(2):150–61. 3. Schneider M, Preckel F. Variables associated with achievement in higher education: a systematic review of meta-analyses. Psychol Bull. 2017;143(6):565–600. 4. Irby DM, Wilkerson L. Educational innovations in academic medicine and environmental trends. J Gen Intern Med. 2003;18(5):370–6. 5. Mann KV. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ. 2011;45(1):60–8. 6. Chi MTH. Active-constructive-interactive: a conceptual framework for differentiating learning activities. Top Cogn Sci. 2009;1(1):73–105. 7. Deslauriers L, McCarty LS, Miller K, Callaghan K, Kestin G. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proc Natl Acad Sci. 2019;116(39):19251–7. 8. Kilgour JM, Grundy L, Monrouxe LV. A rapid review of the factors affecting healthcare students’ satisfaction with small-group, active learning methods. Teach Learn Med. 2016;28(1):15–25. 9. Henderson C, Dancy M, Niewiadomska-Bugaj M. Use of research-based instructional strategies in introductory physics: where do faculty leave the innovation-decision process? Phys Rev Spec Top - Phys Educ Res. 2012;8(2):020104. 10. Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teach. 2007;29(1):38–42. 11. Michael J. Faculty perceptions about barriers to active learning. Coll Teach. 2007;55(2):42–7. 12. Frambach JM, Driessen EW, Beh P, van der Vleuten CPM. Quiet or questioning? Students’ discussion behaviors in student-centered education across cultures. Stud High Educ. 2014;39(6):1001–21. 13. Srivastava T, Waghmare L. Tutorial in medical education: a review of contextual modifications. Natl J Physiol Pharm Pharmacol. 2016;6(6):494. 14. Owens DC, Sadler TD, Barlow AT, Smith-Walters C. Student motivation from and resistance to active learning rooted in essential science practices. Res Sci Educ. 2020;50:253–77. 15. Schommer M. Synthesizing epistemological belief research: tentative understandings and provocative confusions. Educ Psychol Rev. 1994;6(4):293–319. 16. Eastwood JL, Koppelman-White E, Mi M, Wasserman JA, Krug Iii EF, Joyce B. Epistemic cognition in medical education: a literature review. Int J Med Educ. 2017;8:1–12. 17. Perry WG. Patterns of development in thought and values of students in a liberal arts college: a validation of a scheme. Cambridge, MA: Bureau of study counsel, Harvard University; 1968. 18. Entwistle NJ. Approaches to learning and perceptions of the learning environment. High Educ. 1991;22:201–4. 19. Biggs J, Tang C. Teaching for Quality Learning at University. 4th ed. Maidenhead, United Kingdom: Open University Press; 2011. 20. Chiu YL, Liang JC, Hou CY, Tsai CC. Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis. BMC Med Educ. 2016;16(1):181. 21. van Herwaarden CLA, Laan RFJM, Leunissen RRM. The 2009 framework for undergraduate medical education in the Netherlands. Utrecht, the Netherlands: Dutch Federation of University Medical Centres; 2009.

RkJQdWJsaXNoZXIy MTk4NDMw